A practicum implemented a program of writing instruction using computers, and measured its effectiveness in helping eleventh-grade remedial students meet the district's ninth-grade writing proficiency requirements, and in improving students' attitudes toward writing. Subjects were 13 eleventh-grade students in a C-track (remedial) English class. A pre-implementation survey determined experience and attitudes toward writing and computers. Writing assignments from the ninth grade writing proficiency exam were used as a pretest (handwritten) and posttest (handwritten and computer written). In 34 sessions over a 12-week period, students were instructed (using computers with word processing and software) on sentence structure and paragraphing. A posttest questionnaire elicited students' attitudes about writing and the use of computers. Results indicated that students improved in writing in both style and mechanics, with all students passing the proficiency paragraph exam. Improvements were noted both in the computer-generated and the handwritten assignment. Results also indicated that students' attitudes toward writing and homework improved as a result of the computer writing experience. (Twenty-three references are included; two appendixes contain the student questionnaire and the student computer ability survey.) (SR)